https://tede.unioeste.br/handle/tede/507 2026-07-21T06:32:19Z 2026-07-21T06:32:19Z Rigo, Rosimeri da Silva Conejo https://tede.unioeste.br/handle/tede/8532 2026-07-20T21:59:18Z 2026-03-20T00:00:00Z

Title: O ensino investigativo nas aulas de ciências: Reflexos na prática pedagógica de professores a partir da Implementação do referencial curricular em Toledo-PR Autor: Rigo, Rosimeri da Silva Conejo Primeiro orientador: Cunha, Marcia Borin da Abstract: Inquiry-based teaching, the subject of this research, constitutes a didactic approach that implies the active participation of students in the construction of scientific knowledge, favoring the development of critical thinking and autonomy. The research problem sought to answer: How do teachers in the municipal school system of Toledo-PR understand inquiry-based science teaching, and what are the potential and challenges for implementing it based on the Curriculum Framework? The general objective was to analyze the initial impacts of the implementation of the Framework in the municipal school system of Toledo-PR, focusing on science teaching from an inquiry perspective, identifying, based on the teachers' discourse, the potential and weaknesses for applying and implementing it. This is a qualitative and field research, which began with the sending (to the schools' email addresses) of a questionnaire via Google Forms to teachers who teach the Science curriculum component. Initially, the aim was to outline the general profile of this audience and obtain indicators about their participation in the elaboration of the municipality's Curriculum Framework. This questionnaire served as the basis for composing the research sample, which consisted of four teachers selected based on the following established criteria: teachers who the participants were science teachers with three to five years of experience in this curricular component. These teachers had worked with the subject before the implementation of the Curricular Framework, allowing them to be familiar with both the previous and current curricular documents, thus enabling them to establish connections between the proposed methodologies. Given the teachers acceptance and availability, the next stage of the research consisted of individual, face-to-face semi-structured interviews aimed at deepening the understanding of the challenges and possibilities encountered in teaching practice in relation to inquiry-based teaching. Data analysis was conducted from the perspective of Discourse Analysis (Bakhtin and his Circle). The results demonstrated that the teachers understand and value science teaching from an inquiry-based perspective, recognizing the importance of curiosity, questioning, and teacher mediation in this process. However, its implementation has been partial and strained, highlighting a the gap between what the Curriculum Framework envisions and what is actually practiced is significant. Among the main challenges, the pressures of external evaluations, such as the Basic Education Assessment System (SAEB), the overload due to teachers multi-skilling in the early years, and the limitation of material resources stood out. Despite these weaknesses, potential emerged related to valuing students' prior knowledge, understanding science as a process, and the presence of inquiry-based teaching as a guiding pedagogical horizon for practices. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-03-20T00:00:00Z Alonço, Mayra https://tede.unioeste.br/handle/tede/8531 2026-07-20T21:04:08Z 2026-03-13T00:00:00Z

Title: Tendências freireanas nas pesquisas sobre formação permanente de docentes que ensinam Ciências Autor: Alonço, Mayra Primeiro orientador: Leite, Rosana Franzen Abstract: This doctoral dissertation stems from a previous study on Graduate Programs in Science and Mathematics Education in the state of Paraná, Brazil, which identified the predominance of research focused on teacher education and the need for greater theoretical depth in this field of investigation. Based on this context, the present study aimed to investigate research on the permanent education of Science teachers developed within graduate programs in Paraná, identifying the presence of Freirean principles and analyzing faculty advisors’ perceptions regarding the relevance of these contributions to teacher education and Science Education. The study is grounded in Paulo Freire’s theoretical assumptions, understanding permanent education as a continuous, historical, dialogical, critical, and transformative praxis-oriented process. From this perspective, teacher education goes beyond instrumental and technicist conceptions, assuming an ethical, political, and emancipatory character. In order to systematize the theoretical framework adopted in the analyses, a critical-emancipatory matrix was developed, primarily based on the works Pedagogy of the Oppressed, Pedagogy of Hope, and Pedagogy of Autonomy. This matrix articulates categories such as dialogue, critical consciousness, praxis, autonomy, hope, problem-posing engagement with reality, and human incompleteness with the permanent education of Science teachers. Organized in a multipaper format, the dissertation comprises four interconnected studies. The first examined the historical trajectory of teacher education and the relationships between Freirean thought and the constitution of permanent education. The second investigated the connections between Brazilian educational legislation and Freirean assumptions embedded in teacher education policies. The third mapped and analyzed theses and dissertations produced within Graduate Programs in Science Education in Paraná, focusing on studies related to teacher education. The fourth explored faculty advisors’ perceptions regarding permanent education and the contributions of Freirean thought to the field. Methodologically, the investigation is characterized as a mixed-methods study with an exploratory nature and a case study design. Graduate Programs in Science Education in the state of Paraná were identified, theses and dissertations related to teacher education were selected, and semi-structured interviews were conducted with faculty advisors. Data processing and analysis were carried out using IRAMUTEQ software and Discursive Textual Analysis, enabling the identification of lexical regularities, emerging categories, units of meaning, and interpretative understandings generated throughout the research process. The findings demonstrated that teacher education constitutes one of the main lines of investigation within the analyzed programs, indicating the consolidation of this theme in the field of Science Education. The academic works examined emphasize teaching practice, critical reflection on pedagogical action, research as a formative principle, and the school as a privileged space for professional development. The analyses also revealed the presence of Freirean principles in both the studies and the advisors’ perceptions, particularly regarding dialogue, the contextualization of knowledge, the appreciation of experiential knowledge, the articulation between theory and practice, teacher autonomy, and the ethical-politicalcommitment of education. However, the results indicate that Freirean thought is incorporated in different ways. In some studies, Paulo Freire’s assumptions constitute a structuring theoretical-methodological foundation; in others, they appear implicitly, partially, or are restricted to the discursive level, lacking consistent epistemological development. Tensions were also identified arising from the coexistence of different conceptions of teacher education, marked both by critical and emancipatory perspectives and by approaches linked to technical rationality, performativity, and managerial demands present in contemporary educational policies. Based on the interviews with faculty advisors, we recognized the relevance of Freirean contributions to Science teacher education, particularly because they foster educational processes grounded in critical reflection, dialogue, social transformation, and the collective construction of knowledge. Furthermore, the study problematized challenges related to the increasing demands of teaching work, academic productivity requirements, and the need to strengthen relationships between universities and basic education schools. We conclude that research on the permanent education of Science teachers in Paraná presents important connections with Freirean assumptions and contributes to strengthening critical perspectives in teacher education. Nevertheless, challenges remain regarding the theoretical deepening of these contributions and the consolidation of permanent education as an epistemological and political horizon within Science Education. As a contribution, this dissertation provides an analytical overview of academic production in Paraná, systematizes connections between Freirean thought and teacher education through a critical-emancipatory matrix, and reaffirms the contemporary relevance of Paulo Freire’s works for research, teacher education, and Science Education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese

2026-03-13T00:00:00Z Casarotto, Victor Fernando https://tede.unioeste.br/handle/tede/8529 2026-07-20T15:00:30Z 2026-03-19T00:00:00Z

Title: Um jogo digital educacional para o ensino de sólidos geométricos e sua avaliação por futuros professores de matemática Autor: Casarotto, Victor Fernando Primeiro orientador: Boscarioli, Clodis Abstract: The increasing presence of digital technologies in students' daily lives has driven the search for pedagogical resources that make learning more dynamic and aligned with the competencies outlined by the Brazilian National Curriculum Base (BNCC), especially in mathematics education, where spatial geometry content often presents challenges related to visualization, engagement, and the predominance of traditional memorization-centered practices. In this context, digital games emerge as promising resources, as they integrate playful elements, immediate feedback, and multiple languages, supporting the development of logical reasoning, spatial perception, and student motivation, as recent studies on the use of interactive resources in mathematics education indicate. Based on these potentialities, the educational game Hello Ball was developed, structured according to the principles of Didactic Informatics Engineering and its modeling for games, as well as guiding documents for educational game design, integrating plane and spatial geometry content in 12 thematic phases that combine the resolution of mathematical challenges with the mechanics of an Endless Runner. This research analyzes the contributions of Hello Ball to review and diagnostic assessment processes on geometric solids in high school, from the perspective of 23 future mathematics teachers participating in the PIBID program, who evaluated the game after individual practical experience. To this end, a qualitative and exploratory approach was adopted, using the MEEGA+ framework as a structured evaluation instrument for usability, engagement, player experience, and learning, complemented by discursive analyses of open-ended responses, which sought to capture the meanings, tensions, and pedagogical perceptions attributed to the game by the participants. The statistical results indicated that the game has good overall quality, highlighting its visual clarity, ease of learning the mechanics, relevance of the content, and perception of learning, although limitations also emerged related to usability, level of challenge, accessibility, and dependence on adequate school infrastructure. Qualitative analysis reinforced these findings by revealing meaning effects linked to playfulness, aesthetic pleasure, and educational relevance, as well as recurring tensions between the playful and pedagogical character, and challenges related to inclusion, personalization, and applicability in different school contexts. It is concluded that Hello Ball is a promising digital resource to support the learning of spatial geometry in review and diagnostic processes, by integrating visualization, engagement, and pedagogical intentionality; however, its effective adoption requires teacher mediation, technical adjustments, and attention to the actual infrastructure conditions present in Brazilian schools. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-03-19T00:00:00Z Alves, Fernando de Lima https://tede.unioeste.br/handle/tede/8519 2026-07-16T19:33:00Z 2021-09-03T00:00:00Z

Title: AgDataBox-Map-Clean: Computational Module For Data Cleaning Autor: Alves, Fernando de Lima Primeiro orientador: Souza, Eduardo Godoy de Abstract: Os mapas de produtividade estão entre os instrumentos essenciais da agricultura de precisão para avaliar a variabilidade espacial da cultura em uma área agrícola. No entanto, a qualidade dos mapas pode ser reduzida por erros sistemáticos, erros aleatórios e dados atípicos na coleta de dados de campo brutos. Assim, um módulo computacional para limpeza de dados (ADB-Map-Clean) foi desenvolvido e integrado dentro da aplicação AgDataBox-Map (ADB-Map) da plataforma web AgDataBox (ADB; https://adb.md.utfpr.edu.br/ ). ADB é uma plataforma web para integração de dados, software, procedimentos e metodologias para agricultura digital. Este módulo computacional limpa os dados brutos do monitor de colheita (monitor de produção) ao remover os outliers e inliers. Esta tese foi formatada em três artigos: Artigo 1: Foi realizado um estudo sistemático da literatura (SLS) com o objetivo de levantar os métodos utilizados para a remoção de outliers e inliers, bem como o software utilizado na análise exploratória dos dados. O SLS foi conduzido em três etapas: (i) mapeamento sistemático da literatura (SLM), (ii) bola de neve (SB) e (iii) revisão sistemática da literatura (SLR). Foram obtidos 772 trabalhos científicos, os quais foram reduzidos a 86 trabalhos após o processo de seleção. Artigo 2: foi desenvolvido um módulo computacional web (ADB-Map-Clean) para limpeza de dados brutos (usualmente dados do monitor de colheita), capaz de remover valores menores ou iguais a zero, leituras duplicadas, outliers e inliers, integrando-o com o ADB-Map. Em um estudo de caso, uma média de 20% dos dados foram removidos após a limpeza dos dados pelo ADB-Map-Clean, que reduziu significativamente SD e CV, e permitiu a construção de mapas temáticos e zonas de gerenciamento mais precisos. Artigo 3: estudo de caso com dados de três áreas experimentais, onde foram aplicadas diferentes técnicas de remoção de erros associados ao monitor de colheita, utilizando três softwares (i) o módulo computacional web ADB-Map-Clean, (ii) MapFilter e (iii) YieldEditor. Os mapas de produtividade (YMs) construídos com dados processados pelos três softwares de limpeza foram visualmente muito semelhantes, mas sua semelhança com os YMs de dados originais (sem filtragem) era muito pior. Em média, os softwares reduziram o SD em 68% e o CV em 70% após uma redução média de 23% nos dados. Além disso, a produtividade média aumentou 11%. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese

2021-09-03T00:00:00Z